Places in a town 1

Long-term plan unit: Fantazy world 

School:  

Lesson 1 

Date:  

Teacher name:   

CLASS: 5 

Number present:  

absent: 

Theme of the lesson: Places in a town 1 

Learning objective (s) that this lesson is contributing to 

5.1.4.1- evaluate and respond constructively to feedback from others;  

5.1.7.1- develop and sustain a consistent argument when speaking or writing; 

5.2.1.1- understand a sequence of supported classroom instructions;  

Lesson objectives 

All learners will be able to: read and understand  the main idea in the story. 

Most learners will be able to: • learn vocabulary for places in a town• ask and answer questions about my favourite place in town. 

Some learners will be able to: retell the story 

Success criteria 

Read and identify the main idea in the text 

Identify details in a text with little support 

Provide a point of view in connected sentences 

Value links 

Respect, cooperation and transparency;  

Cross curricular links     

Geography 

Plan 

Stages of the lesson 

Planned activities (replace the notes below with your planned activities) 

Teacher’s notes 

Beginning  

• Books closed. Ask: What places are there in your town? 

• Elicit places from the class, e.g. cinemas and sports centres, and write the words on the board. 

Middle 

Ask students to open their books at page 69. 

• Students describe what the people in the photos are doing, e.g. watching a football game, looking at bags. Then theywork in pairs to do the matching exercise. 

• Play the recording. 

• Students listen to it and check their answers. 

• Play the recording again for students to repeat the words. 

Pay particular attention to the pronunciation of museum 

which is /mjuː'zɪəm/ rather than /mjuː'zeɪəm/. 

Answers 

the sports centre isn’t in the photo 1 museum 

2 shopping centre 3 sports stadium 4 cinema 

5 skate park 6 bowling alley 7 market 

2 2.11 Play the recording. 

• Students identify the sounds and match them with the places pictured. 

• Students compare answers in pairs before you check answers with the class. 

• To extend the work on the vocabulary, you could askstudents to divide the places into the following three groups: places where we buy things (shopping centre, market), places where we do or watch sports (sports stadium, bowling alley, sports centre, skate park) and cultural centres (museum, cinema). Students could also add some words in each category. 

Answers 

1 sports stadium 2 cinema 3 shopping centre 

4 bowling alley 5 museum 6 market 7 skate park 

Optional activity 

• Write icon on the board and explain that it is a picture or symbol used on a computer screen to represent something, e.g. the play icon represents a video player. 

• Put students in pairs to design icons for the different places in Exercise 1, e.g. using this website: http://makeappicon.com/ 

• Students show their icons to another pair and test them on what their icons represent by asking What’s this? 

3 • Read out each of the four questions in the chart and write  

your own answers to them on the board. Write notes rather 

than full sentences, e.g. every Saturday, with my friends, go 

to the cinema. 

• Give students a couple of minutes to copy and complete the 

chart with their own information. 

Fast finishers 

Students can turn to the Vocabulary bank on page 121 and do the Jog your memory! activity. 

4 • Put students in pairs so that they can ask and answer the questions in the chart in Exercise 4. 

• Monitor and check that students are completing the chart with their partner’s information. 

• Tell students about a famous place that you would like to go to, e.g. I really want to go to the Grand Bazaar in Istanbul because I love visiting markets. 

• Put students in pairs. 

• Ask students to use their smartphones to show each other a photo of a famous place that they would like to go to, e.g. The Maracana Stadium in Rio or the Dubai Mall in the United Arab Emirates. 

• Students tell each other why they want to go the famous place, e.g. I really want to go to the Louvre because I love beautiful paintings. 

End 

Optional activity 

• Students work in pairs to write a profile of a famous place in their city, e.g. a market. 

• Students should include the following information: the name of the place, how old it is, what people can see and do there. 

• Give students three or four minutes to write their profiles. 

• Students can read out their profile to another pair. 

Homework 

Set Exercises 1, 2, 3 and 4 on page 49 of the for homework. You could also ask 

students to do the following vocabulary exercises: http://learnenglishteens.britishcouncil.org/grammarvocabulary/ vocabulary-exercises/places-town 

Additional Information 

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners? 

Assessment - how are you planning to check learners` learning? 

Health and safety check ICT links 

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support 

-through questioning and the redirecting of questioning in feedback activities 

-through observation in group and  end performance activities 

-through formative task 

-White board and video is used no more than 10 minutes 

-Use water based pens 

-Health promoting techniques 

-Breaks and physical activities used. 

-Points from Safety rules used at this lesson. 

REFLECTION 

Answer the most relevant questions to reflect on your lesson. 

Were the lesson objectives/learning objectives realistic?  

What did the learners learn? What did/didn’t you like? What was difficult?